Publications

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(2024). Steadfast restorative and supportive approaches to student behavior during the COVID-19 pandemic. JEPC.

(2024). Positive student-teacher relationships and exclusionary discipline practices. Journal of School Psychology.

(2024). Using plausible values when fitting multilevel models with large-scale assessment data using R. Large-scale Assessments in Education.

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(2023). Using robust standard errors for the analysis of binary outcomes with a small number of clusters. JREE.

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(2023). Accounting for heteroskedasticity resulting from between-group differences in multilevel models. MBR.

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(2023). Alternatives to logistic regression models when analyzing cluster randomized trials with binary outcomes. Prev Sci.

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(2023). The impact of restorative practices on the use of out-of-school suspensions: Results from a cluster randomized controlled trial. Prevention Science.

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(2023). Seasonality of school climate. School Psychology Review.

(2023). Usability and social consequences of the early identification system as a universal screener for social, emotional, and behavioral risks. In SP.

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(2023). Practical Multilevel Modeling Using R. Sage Publishing.

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(2023). In-School and Out-of-School Suspension: Behavioral and Psychological Outcomes in a Predominately Black Sample of Middle School Students. School Psychology Review, doi: https://doi.org/10.1080/2372966X.2020.1856628.

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(2023). The relationship between teacher stress and job satisfaction as moderated by coping. Psychology in the Schools.

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(2023). Advanced categorical data analysis in prevention science. Prevention Science.

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(2023). Teacher perceptions of school resource officers and associations with school safety. Journal of School Violence.

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(2022). Evaluation of the Whole School Restorative Practices Project: One-year impact on discipline incidents. JSP.

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(2022). Interaction of socioeconomic status and class relations on reading. JLR.

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(2022). Potential moderation across racial groups in perceptions of authoritative school climate and peer victimization and student engagement.. SPR.

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(2022). Using cluster robust standard errors when analyzing cluster randomized trials with few clusters. BRM.

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(2022). High school graduation outcomes of student threat assessment. PSF.

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(2022). Student perceptions of school resource officers and threat reporting. In JSV.

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(2022). Examining the factor structure and concurrent and predictive validity of the Early Identification System – Student Report in an elementary school sample. In JSP.

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(2022). School bullying and gender minority youth: Victimization experiences and perceived prevalence. In SPR.

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(2022). Alternatives to logistic regression models in experimental studies. JXE, 90(1).

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(2022). Analyzing cross-sectionally clustered data using generalized estimating equations. JEBS.

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(2022). Evaluation of a bibliotherapy-based stress intervention for teachers. Teaching and Teacher Education, doi: https://doi.org/10.1016/j.tate.2021.103543.

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(2021). Does Worrying Matter? Priming and Attitudes Toward Mask Wearing in a Midwestern State. Sage Open.

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(2021). Individual and school predictors of teacher stress, coping, and wellness during the COVID-19 pandemic. SP.

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(2021). The association between student socioeconomic status and student–teacher relationships on math achievement. School Psychology, doi: https://doi.org/10.1037/spq0000455.

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(2021). Advancing diversity, equity, and inclusion in school psychology: Be the change. School Psychology Review, doi: https://www.tandfonline.com/doi/full/10.1080/2372966X.2021.1889938.

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(2021). An investigation of the psychometric properties of the Early Identification System–Student Report in a middle school sample. School Psychology, 36, 34-46.

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(2021). Authoritative school climate and out-of-school suspensions: Results from a nationally-representative survey of 10th grade students. Preventing School Failure.

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(2021). Teacher support for zero tolerance is associated With higher suspension rates and lower feelings of safety. School Psychology Review, doi: https://doi.org/10.1080/2372966X.2020.1832865.

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(2020). Confirmatory factor structure and predictive validity of the Early Identification System—Student Report in a community sample of high school students. School Mental Health, Advance online publication.

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(2020). Prior problem behaviors do not account for the racial suspension gap. Educational Researcher, doi: 10.1080⁄15388220.2019.1707682.

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(2020). Does teacher emotional exhaustion and efficacy predict student discipline sanctions?. SPR, Article of the year (2020).

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(2020). Student threat assessment as an alternative to exclusionary discipline. JSV, 19, 377-388.

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(2020). The relationship between school disciplinary resolutions with school climate and attitudes toward school. Preventing School Failure, Advance online publication.

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(2020). MANOVA: A Procedure Whose Time Has Passed?. GCQ, 64, 1.

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(2019). Understanding family–school engagement across and within elementary- and middle-school contexts. SP, 34, 363-375.

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(2019). An investigation of the psychometric properties of the Early Identification System (EIS)-Student Report. JPA, 37, 473-485.

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(2019). Teacher job satisfaction by principal support and teacher cooperation: Results from the Schools and Staffing Survey. Education Policy Analysis Archives, 27(11).

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(2019). Student and teacher perceptions on student-teacher relationship quality: A middle school perspective. School Psychology International.

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(2019). School threat assessment versus suicide assessment: Statewide prevalence and case characteristics. Psychology in the Schools, 56, 378 – 392. https://doi.org/10.1002/pits.22194.

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(2019). School teasing and bullying after the presidential election. Educational Researcher, 48(2). doi: 10.3102/0013189X18820291.

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(2018). The relationship of school climate with out-of-school suspensions. CYSR, 94, 378-389. https://doi.org/10.1016/j.childyouth.2018.08.013.

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(2018). Multilevel modeling myths. SPQ, 33, 492–499. https://doi.org/10.1037/spq0000272.

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(2018). An examination of restorative interventions and racial equity in out-of-school suspensions. In SPR.

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(2018). Racial/ethnic parity in disciplinary consequences using student threat assessment. In SPR.

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(2018). Using instrumental variable estimation to evaluate randomized experiments with imperfect compliance. In PARE.

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(2018). Do Black students misbehave more? Investigating the differential involvement hypothesis and out-of-school suspensions. In JER.

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(2018). Collecting and analyzing local school safety and climate data. In School safety and violence prevention: Science, practice, and policy driving change.

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(2018). Student threat assessment as a standard school safety practice: Results from a statewide implementation study. In SPQ.

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(2018). Bullying involvement, teacher-student relationships, and psychosocial outcomes. In SPQ.

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(2018). Using cluster bootstrapping to analyze nested data with a few clusters. In EPM.

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(2018). Multilevel modeling and ordinary least squares regression: How comparable are they?. In JXE.

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(2017). The toxicity of bullying by teachers and other school staff. In SPR.

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(2017). Treatment utility of universal screening for behavioral risk: A manipulated assessment study. Journal of Applied School Psychology, 1–17. https://doi.org/10.1080/15377903.2017.1394949.

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(2017). The utility of single-item readiness screeners in middle school. Journal of School Psychology, 64, 1–16. https://doi.org/10.1016/j.jsp.2017.04.003.

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(2017). The role of the perceptions of school climate and teacher victimization by students. Journal of Interpersonal Violence, Advance online publication. https://doi.org/10.1177/0886260517721898.

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(2017). Student attitudes and behaviors as explanations for the Black-White suspension gap. In CYSR.

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(2017). Racial-ethnic differences in perceptions of school climate and its association with student engagement and peer aggression. Journal of Youth and Adolescence, 46, 1289–1303. https://doi.org/10.1007/s10964-016-0576-1.

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(2017). Does attending a state-funded preschool program improve letter name knowledge?. In ECRQ.

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(2017). Authoritative school climate, the number of parents at home, and academic achievement. School Psychology Quarterly, 32, 480–496. https://doi.org/10.1037/spq0000182.

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(2016). Question order affects the measurement of bullying victimization in middle school students. In EPM.

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(2016). Multilevel factor structure, concurrent validity, and test–retest reliability of the high school teacher version of the Authoritative School Climate Survey. In JPA.

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(2016). Using multilevel factor analysis with clustered data: Investigating the factor structure of the Positive Values Scale. In JPA.

(2016). Aggressive attitudes and prevalence of bullying bystander behavior in middle school. In PiTS.

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(2016). Authoritative school climate and high school student risk behavior: A cross-sectional multi-level analysis of student self-reports. In JoYA.

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(2016). Alternatives to multilevel modeling for the analysis of clustered data. In JXE.

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(2015). Order and definitional effects in bullying surveys: Results from an experimental study. In PA.

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(2015). Investigating the prevalence of academic redshirting using population-level data. In AERA Open.

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(2015). School counselor use of peer nominations to identify victims of bullying. Professional School Counseling, 18, 191–205..

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(2015). Prevalence of aggressive attitudes and willingness to report threats in middle school. Journal of Threat Assessment and Management, 2, 11–22. https://doi.org/10.1037/tam0000031.

(2015). Prevalence and offense characteristics of multiple casualty homicides: {Are} schools at higher risk than other locations?. Psychology of Violence, 5, 236..

(2015). Multilevel factor structure and concurrent validity of the teacher version of the Authoritative School Climate survey. Journal of School Health, 85, 843–851. https://doi.org/10.1037/spq0000062.

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(2015). Advanced readers in Reading First classrooms: Who was really left behind? Considerations for the field of gifted education. Journal for the Education of the Gifted, 38, 257–293. https://doi.org/10.1177/0162353215592501.

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(2014). Using a bifactor model to assess the factor structure of the Phonological Awareness Literacy Screening for Grades 1 through 3. Journal of Psychoeducational Assessment https://doi.org/10.1177/0734282914525026.

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(2014). Successive teacher expectation effects across the early school years. Journal of Applied Developmental Psychology, 35, 181–191. https://doi.org/10.1016/j.appdev.2014.03.006.

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(2014). Multilevel multi-informant structure of the Authoritative School Climate Survey. School Psychology Quarterly, 29, 238–255.. https://doi.org/10.1037/spq0000062.

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(2014). Further understanding factors associated with grade retention: Birthday effects and socioemotional skills. Journal of Applied Developmental Psychology, 35, 79–93. https://doi.org/10.1016/j.appdev.2013.12.004.

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(2014). Factors associated with lowercase alphabet naming in kindergarteners. Applied Psycholinguistics, 35, 943–968. https://doi.org/10.1017/S0142716412000604.

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(2014). Are the reading rich getting richer? Testing for the presence of the Matthew effect. Reading & Writing Quarterly, 30, 95–115..

(2014). Analyzing group level effects with clustered data using Taylor series linearization. Practical Assessment, Research, and Evaluation, 19, 1–9..

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(2014). An investigation of factors associated with letter-sound knowledge at kindergarten entry. Early Childhood Research Quarterly, 29, 182–192. https://doi.org/10.1016/j.ecresq.2014.02.001.

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(2014). Aggressive attitudes in middle schools: A factor structure and criterion-related validity study. Assessment, 22, 497–512. https://doi.org/10.1177/1073191114551016.

(2014). A latent variable investigation of the Phonological Awareness Literacy Screening-Kindergarten assessment: Construct identification and multigroup comparisons between Spanish-speaking English-language learners (ELLs) and non-ELL students. Language Testing, 31, 205–221..

(2013). What are the odds of that? A primer on understanding logistic regression. Gifted Child Quarterly, 57, 197–204. https://doi.org/10.1177/0016986213490022.

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(2013). Perceived prevalence of teasing and bullying predicts high school dropout rates. Journal of Educational Psychology, 105, 138–149. https://doi.org/10.1037/a0030416.

(2013). It takes a village: The effects of 10th grade college-going expectations of students, parents, and teachers four years later. American Journal of Community Psychology, 52, 41–55. https://doi.org/10.1007/s10464-013-9575-5.

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(2013). Birthday effects and preschool attendance. Early Childhood Research Quarterly, 28, 11–23. https://doi.org/10.1016/j.ecresq.2012.03.002.

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(2012). The association of age and early literacy outcomes.. The Journal of Educational Research, 105, 431–441. https://doi.org/10.1080/00220671.2012.658456.

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(2012). Pick your Poisson: A tutorial on analyzing counts of student victimization data. Journal of School Violence, 11, 187–206.

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(2012). Effects of validity screening items on adolescent survey data.. Psychological Assessment, 24, 21–35. https://doi.org/10.1037/a0024824.

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(2011). NCES handbook of survey methods (NCES 2011-609). In NCES handbook of survey methods (NCES 2011-609).

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(2010). The role of socioeconomic status and school quality in the Philippines: Revisiting the Heyneman–Loxley effect. International Journal of Educational Development, 30, 288–296. https://doi.org/10.1016/j.ijedudev.2009.10.001.

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(2010). Authoritative school discipline: High school practices associated with lower bullying and victimization. Journal of Educational Psychology, 102, 483–496. https://doi.org/10.1037/a0018562.

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(2009). Is experience the best teacher? A multilevel analysis of teacher characteristics and student achievement in low performing schools. Educational Assessment, Evaluation and Accountability, 21, 209–234. https://doi.org/10.1007/s11092-009-9074-2.

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(2008). Corruption and educational outcomes: Two steps forward, one step back. International Journal of Education Policy and Leadership, 3, 1–10.

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